An Investigation On The Level Of Junior High School Students' Scientific Argumentation

The development of students' scientific argumentation ability has became an important goal of science education.The class is the main place for students to acquire knowledge and ability.In order to improve the scientific literacy of the students in our country,we should study the scientific argumentation of students in the specific course.therefore,this paper focuses on three issues:(1)based on Toulmin's argument pattern,to analysis the junior middle school chemistry teaching material content;(2)based on classroom observation,to investigate the scientific argumentation learning activities of junior high school students;(3)through the follow-up investigation,to investigate the scientific argumentation thinking mode of junior high school students.The research object of this study are the students of class 360,Grade three in Linfen Experimental Middle School,with the Shanghai Education version,the research focus 4topics: "air oxygen content","the composition of water","particles","conservation law".First of all,based on the Toulmin's argument pattern,the paper analyzes the content of the scientific argumentation teaching material.Then,studies the scientific argumentation of the students from two aspects,learning activities and mode of thinking.The survey results show that: after a semester of study,the students' consciousness of argumentation is obviously enhanced,scientific argumentation standards have improved,students can provide a valid reason to claim,and use more elements to support their claims,elements of argumentation from single to multi combination.Through this research,the author draw the following suggestions:(1)Pay attention to classroom language instruction,use teaching model reasonably.(2)Set up open problem situations,provide argumentation opportunities.(3)Dig deeper knowledge content,reconstruct the existing cognitive structure.